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Lesson 1 - Initial Fitness Assessment

Scientific Fitness Exploration

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Year 5

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Health Related Fitness

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Big Question

How can we accurately measure our current fitness levels to track our progress throughout this programme?

Learning Objectives

To understand the importance of fitness assessment for personal health
To correctly perform four different fitness tests with a partner
To record accurate baseline measurements for future comparison

Key Outcomes

Students will complete four fitness assessments with accurate measurements
Students will understand why we measure fitness and its importance
Students will demonstrate responsibility and encouragement when working with partners

Equipment & Resources Required

Score Sheets

1 per student (30)

Pre-prepared with student names and space for all four test scores

Alternative: Clipboards with paper and pencils

Cones

20-30

Mark running course, shuttle run distances, and station boundaries

Alternative: Chalk lines, rope boundaries

Benches

2-3

Position for sit and reach test with measuring marks visible

Alternative: Gym mats with measuring tape

Measuring Tapes

2-3

Secured to bench for sit and reach measurements

Alternative: Rulers, pre-marked bench

Stopwatch

4-6

One per station, ensure students can see displays clearly

Alternative: Smartphone timers, class timer

Key Vocabulary

Fitness Assessment

A test that measures specific aspects of physical fitness to track progress

Cardiovascular Endurance

The ability of the heart and lungs to supply oxygen during sustained physical activity

Muscular Strength

The amount of force a muscle can produce in a single maximum effort

Flexibility

The range of motion available at a joint or series of joints

Speed

The ability to move quickly from one point to another

Baseline Measurement

An initial score recorded to compare against future results

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic understanding of warming up and cooling down
Experience working with partners in PE
Knowledge of why exercise is important for health

Current Skills

Performing standardised fitness assessments
Recording and interpreting fitness data
Understanding fitness components and their measurement

Next Steps

Comparing current scores with future assessments
Setting personal fitness goals based on results
Developing specific training programmes

Milestone Indicators

Accurate completion of all four fitness tests

Clear understanding of why each test is important

Demonstrated responsibility in partner work

Key Teaching Points

Emphasise personal improvement over comparison with others
Ensure proper technique is prioritised over high scores
Create supportive partner dynamics with clear responsibilities
Monitor for overexertion and maintain safety throughout
Connect fitness assessment to students' real-life interests and activities
Use positive language and celebrate effort rather than just results
Establish baseline measurements accurately for future comparison

Common Misconceptions

Misconception: 'Fitness tests are about being the best in the class' - Correction: 'They're about tracking your personal improvement journey'
Misconception: 'If I don't score high, I'm not fit' - Correction: 'Everyone starts at different points, fitness grows with practice'
Misconception: 'I should push through any discomfort' - Correction: 'Listen to your body and stop if you feel unwell'
Misconception: 'These tests don't relate to real life' - Correction: 'Each test connects to activities you might enjoy outside school'
Misconception: 'I can't improve if I'm not naturally athletic' - Correction: 'Everyone can improve their fitness with consistent effort'

SEN Adaptations

ADHD

Shorter time at each station, frequent positive feedback, movement breaks between assessments

dyspraxia

Extra demonstration time, simplified scoring sheets, partner support for recording

autism spectrum

Clear routine structure, visual schedule of stations, quiet reflection space available

visual impairment

Clear verbal descriptions of each test, partner guidance for spatial awareness, tactile markers for boundaries

hearing impairment

Visual demonstrations of each test, written instruction cards, clear visual signals for timing

physical disability

Modified test versions - seated assessments, reduced distances, alternative strength measures

Cross-Curricular Links

English

Using descriptive vocabulary for physical sensations, reflection and evaluation skills

Maths

Recording and comparing numerical data, timing activities, measuring distances

Science

Understanding heart rate, breathing changes during exercise, muscle function

PSHE

Personal goal setting, supporting others, understanding individual differences

Teacher Guidance

Positioning

Central location with clear sight lines to all four assessment stations

Observation Focus

Monitor effort levels, technique quality, and partner interactions

Intervention Points

Step in if students overexerting, poor technique, or negative interactions

Demonstration Notes

Show proper technique for each test before starting, emphasise safety and personal effort

Verbal Cues

•'Listen to your body'
•'Encourage your partner'
•'Focus on your personal best'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space (sports hall) or outdoor area minimum 30m x 20m

Surface Check

Non-slip surface essential, check for hazards around running course

Equipment Safety

Safety Checks

•Benches stable and appropriate height for sit-and-reach
•Cones positioned safely away from running lanes
•Stopwatches functioning correctly with clear displays

Risk Management

Key Risks

•Overexertion during continuous running or shuttle tests
•Muscle strain from squats or flexibility testing
•Collisions during running activities
•Emotional distress from assessment results

Risk Mitigation

•Clear stop signals and immediate response procedures
•Partner system for safety monitoring and encouragement
•Emphasis on personal effort rather than comparison
•Hydration breaks between station rotations

Supervision & Emergency Procedures

Supervision Points

•Constant monitoring for signs of overexertion
•Position to observe all four stations effectively
•Ready to intervene immediately if safety concerns arise

Emergency Procedures

Stop activity immediately, assess condition, provide appropriate rest and support, contact first aider if needed